Inclusion: Discrimination and Healthy Child Development

2.3
An assessment of how own attitudes, values and behaviour could impact on work with children and young people

2.4
A description of the importance of promoting anti-discriminatory practice in work with children and young people

2.5
A description of how to challenge discrimination

3.1
A descriptions of what is meant by inclusion and inclusive practices

Policies and Procedures are put in place to ensure healthy child development and promotion of access to equality. Some factors such as personal attitude & values, promotion of cultural diversity and promotion of anti-discrimination should be considered when following procedures. Others opinions when expressed can have consequences when they are not being prevented. Everyone has morals and values some of these can have an impact on those around you particularly within a school environment. If you are to express opinions or views to those around you, it is likely to have an effect on their opinion. With children and young people they develop opinions and views as part of their child development. Around about 3- 5 years children start to form strong opinions on what they like and dislike. This is also counteracted with adult’s opinions, at the age of 5-7 years at early primary stage their awareness of right and wrong is more prominent this is built by information being processed from those around them. This could mean that teacher’s opinions could affect a child’s opinion. A percentage of teaching can be seen as acting and the same goes for support staff. It is important to leave negativity behind you therefore putting on a smile thus meaning leaving bad behaviour and attitudes behind you. If a member of staff is negative and shows this attitude to others it will also have a negative effect on those around, including children. If a child is spoken to in a positive manner this is more likely...

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Inclusive Education is the main initiative policy with respect to children who have special educational needs, disabilities to remove barriers, improve outcomes and remove discrimination (DfES, 2001). According to the Salamonca statement (UNSECO, 1994) every child has a fundamental right to education and must be given an opportunity to achieve and maintain an acceptable level of learning. Every child is unique with their own characteristics, interests’ abilities and learning needs. Therefore the education system should be designed and implemented to take into account a wide diversity of children’s differences
Children have the right to access an inclusive curriculum and teachers have the responsibility to be prepared to teach children with a range of needs. Effective inclusion requires a positive school ethos towards those children who have more difficulties in school. (Biddulph 1998) states that “effective inclusive schools require clear inclusion policies and ongoing professional development for staff”. Teachers should not be expected to know how to support children with additional learning needs without the necessary training beforehand; a lack of knowledge on behalf of the teacher can be an unintentional barrier to successful inclusion of an individual. (Cougher 1997) suggests that inclusion is not a fixed state and that it is...

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Here are the stages you can expect you child to pass through during early adolescence:
9-Year-Olds
Physical Development
uses tools, such as a hammer or small garden tools, fairly well
capable of fine hand and finger movements
draws with great detail
may persist with an activity until exhausted
interested in own strength; boys enjoy wrestling
Intellectual Development
memorizes and recites facts, but may not show deep understanding
reads to learn (rather than learning to read)
has a strong desire to complete tasks
keeps train of thought and will continue work even after interruptions
able to use a dictionary
very interested in mastering skills
critical thinking starting to emerge
beginning be aware of right and wrong (versus good and bad)
Social & Emotional Development
may experience wide mood swings
may be critical of self and others
may use physical complaints to avoid unpleasant tasks
often dislikes the opposite sex intensely
responsible; can be depended upon and trusted
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... * Inclusion
* Discrimination
* Diversity: Diversity literally means difference. Diversity recognises that though people have things in common with each other, they are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visible and non-visible factors, which include personal characteristics such as background, culture, personality and work-style in addition to the characteristics that are protected under discrimination legislation in terms of race, disability, gender, religion and belief, sexual orientation and age.By recognising and understanding our individual differences and embracing them, and moving beyond simple tolerance, we can create a productive environment in which everybody feels valued. * Equality: Equality means treating people in a way that is appropriate for their needs. For example, if Michael Flanders wanted to board the plane, it would be no good saying to him, “you have the same stairs as everybody else”. What is needed is a way of getting on the plane that will suit everybody’s needs without showing them up and treating them in a way that is worse than other people. * Inclusion: Educational inclusion is about equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. It pays particular attention to the provision made for, and the achievement...

...protections
Plan to support child, working in partnership with social worker and adhere to policies.
Individual needs are met.
To maximise the chance of positive outcomes for children.
All of the policies and procedures by which I work are defined by The Children's Act 1989 which legislates for England and Wales. All our Safeguarding measures, Health and Safety policies and Child protection procedures must follow the relevant legislations. As a children’s residential home we have to follow The National Minimum Standards too and it is these standards that we are inspected through Ofsted.
SCMP3-1.2
Describe the impact of social care standards and codes of practice on work with children and young people.
SCMP3-1.3
The importance of the United Nations Convention on the Rights of the Child (UNCRC).
Children have the right to;
Own Privacy, Dignity and Confidentiality.
To be looked after and kept safe from harm.
To be able to play and not to be used for cheap labour.
To be with their birth family or extended family, in absence of, those who would look after and care for their needs best.
Good health care.
An adequate standard of living and enough food and water.
Disabled children have the right to special care and training.
SCMP3-2.1
The responsibilities of a:
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...Assignment #2
Early Childhood Cognitive Development
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NAEYC Standard 1: Promoting ChildDevelopment and Learning:
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1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
3c. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
NAEYC Standard 6: Becoming a Professional
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NAEYC Supportive Skills
Supportive Skill 3: Written and verbal communication skills and are technologically literate to support professional communications with families and colleagues.
REQUIREMENTS:
1. Select a child in the 4-year/5-year-old room (Pre-school setting) to observe for a minimum of 4 hours, ideally no more than one hour at a time. You will observe this one child the entire time focusing on cognitive...

...legislation that form a basis from which the government can steer schools’ practice, policies and procedures.
How the practice promotes equality and values diversity
Race Relations Act 2000 - Written policy that includes information on practical ways in which schools will work to promote race equality
They must demonstrate working towards;
Improving relationships between racial groups
Improving behaviour
An admissions policy that does not discriminate
Include the strategies that will be used to monitor the difference the policy has to individuals and the school.
Disability Discrimination Act 2005
Providing children with learning difficulties other ways to learn e.g. audio equipment, larger print.
Providing children with physical disability improved access within the school building e.g . ramps, lifts or lighting.
It allows children to be in schools without having to face discrimination against their religion, ethnic origin, class or sex.
Provides equal access to all those with disability.
Special Educational Needs 2001
Educational providers cannot discriminate against pupils with special educational need or disability.
Allows children with disability to study in mainstream schools.
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Deaf Child:
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...
The Child study data gathered has originated from observations taken at Water of Life Christian School. Water of Life Christian School is located in Fontana, California. In this morning class there is approximately 24 students, 3 teacher aids, and 1 lead aid named Tara. The child that this child study focuses on is named Jonathan, Jonathan is 3 years and 7 months old. Jonathan was chosen for this study for he was very active and vocal, when overlooking the whole class Jonathan was seen playing by himself, he was very animated and seemed to be enjoying his solitary play. Though Jonathan’s grammar is still developing and needs correcting every once in a while, Jonathan is a child who is not afraid to say what they want to say. Throughout all the observations, Jonathan was very vocal compared to his peers. He was not afraid to vocalize his needs and his wants. During observations 3-5, Jonathan’s biososical development, cognitive development, and cognitive development were observed.
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